Rights bodies issue recommendations for child-centred education reforms

Dar es Salaam. The Legal and Human Rights Centre (LHRC) and the Tanzania Education Network (TEN/MET) have called for swift action following the tragic death of Mhoja Maduhu, a Form Two student at Mwasamba Secondary School in Simiyu Region, who allegedly died after being subjected to corporal punishment at school.

But the Commissioner for Education in the ministry of Education, Science and Technology, Dr Lyabwene Mtahabwa, said the problem is not the policy itself but its implementation.

“Many teachers do not follow the guidelines, and that’s what leads to abuse. The government is committed to taking action against those who engage in such behaviour.”

He said that the government is fully committed to ensuring that the current procedures are followed properly.

He emphasised that those who violate these procedures will be held accountable according to the law.

“The government is ensuring that the existing procedures are followed, and any violators will be held accountable as per the law. We are also working on any necessary legal and policy amendments, and these are being carried out as the government and education stakeholders see fit,” they said.

In their argument, LHRC and the TEN/MET say the recent incident has highlighted the dangers of corporal punishment in Tanzanian schools, with similar cases, such as the 2018 death of Sperius Eradius in Bukoba, raising alarms.

The two organisations expressed their condolences to Maduhu’s family and emphasised the urgent need to protect children’s rights.

They condemned corporal punishment as harmful, counterproductive, and a violation of children’s rights, as it often leads to long-term physical and psychological trauma.

“The continued use of corporal punishment harms students’ well-being and academic success,” they said, calling for non-violent, child-friendly disciplinary methods.

To address this issue, LHRC and TEN/MET have made several recommendations:

First, they urge the government to amend the Education Act of 1978 to explicitly prohibit corporal punishment and any other disciplinary measures that violate children’s rights. This is considered as crucial to ensuring proper standards of care in schools.

Second, the organisations have called on the ministry of Education to issue a directive banning corporal punishment and promoting alternative disciplinary practices that respect children’s rights.

They also recommend establishing and strengthening School Safety and Protection Committees in all schools by 2029.

“These committees should act as channels for students to report abuse, ensuring incidents are addressed appropriately,” reads part of their statement.

Moreover, LHRC and TEN/MET call for strict legal action against individuals responsible for violence against students, particularly in cases where it results in death or serious injury.

They argue that the country’s legal system must hold perpetrators accountable in line with both national and international human rights standards.

They also stress the need for investment in non-violent, dignity-respecting disciplinary practices that contribute to long-term student development.

These practices, they argue, protect children from harm and improve educational outcomes.

Additionally, they call for addressing other forms of punishment that, while less severe, still violate children’s dignity.

“These practices can lead to long-term physical and psychological damage and should be prohibited in schools,” they added.

Recognising the impact of corporal punishment on absenteeism, the organisations recommend creating safer school environments where students feel protected and are less likely to drop out.

LHRC and TEN/MET also urge parents to report any abuse to law enforcement to prevent illegal settlements and ensure that perpetrators face legal consequences.

Finally, the organisations call on the Ministry of Education to enhance its education quality assurance units by training teachers on child rights and raising awareness about alternative disciplinary methods.